Perception of the bilingual program by secondary education content teachers

Twelve years have passed since the English-Spanish Bilingual Program was launched in Secondary Education in Madrid as a result of a European policy to respond to the need to know more than one language for mobility, cooperation and mutual understanding across borders. The impact of this system, its...

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Detalles Bibliográficos
Autor: Pinar Sanz, Lara María
Tipo de recurso: artículo
Fecha de publicación:2023
País:España
Institución:Universidad de Alcalá (UAH)
Repositorio:e_Buah Biblioteca Digital Universidad de Alcalá
Idioma:español
OAI Identifier:oai:ebuah.uah.es:10017/59731
Acceso en línea:http://hdl.handle.net/10017/59731
Access Level:acceso abierto
Palabra clave:CLIL
Bilingual Education
Content teacher
Teacher training
Teacher perception
Filología
Educación
Philology
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spelling Perception of the bilingual program by secondary education content teachersPinar Sanz, Lara MaríaCLILBilingual EducationContent teacherTeacher trainingTeacher perceptionFilologíaEducaciónPhilologyTwelve years have passed since the English-Spanish Bilingual Program was launched in Secondary Education in Madrid as a result of a European policy to respond to the need to know more than one language for mobility, cooperation and mutual understanding across borders. The impact of this system, its strengths and weaknesses, have been evaluated mainly from the student’s point of view, concerning their academic results. Studies that take into account the opinion of teachers are gradually gaining importance in research. This is not surprising, as teachers are the mediators between theory and practice, and are ultimately responsible for the actual implementation of the Program in the classroom. The great boom of this educational approach makes it necessary to have more and more teachers of subjects that teach their curriculum in English. The formal requirements for this type of teacher to work in the Bilingual Program have been reduced, and it is not necessary now to accredited training in Content and Language Integrated Learning methodology. This raises several concerns, such as the absence of teacher education per se and the possible effect of a lack of homogeneity in its implementation. With this study, we have given voice to 134 teachers from the Community of Madrid. We know how they perceive what happens in the CLIL classroom based on their daily practice, we reflect on their training and the relationship it has with their perception of the Bilingual Program. Let us not forget that what we believe in has direct consequences on the productivity and effectiveness of our work. We have found that a CLIL teacher with good training has a better perception of the Bilingual Program. This is a useful result to urge the Administration and Institutions to increase and adapt their training offer according to the real needs of teachers. Having teachers who believe in the Bilingual Program is encouraging for the future of the Bilingual Program in general.Máster Universitario en Enseñanza del Inglés como Lengua Extranjera. Especialidad en Teaching through English in Bilingual Schools (M053)Halbach, Ana María20232023-02-02journal articlehttp://purl.org/coar/resource_type/c_6501NAhttp://purl.org/coar/version/c_be7fb7dd8ff6fe43info:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10017/59731reponame:e_Buah Biblioteca Digital Universidad de Alcaláinstname:Universidad de Alcalá (UAH)Españolspaopen accesshttp://purl.org/coar/access_right/c_abf2Attribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessoai:ebuah.uah.es:10017/597312026-06-18T11:13:07Z
dc.title.none.fl_str_mv Perception of the bilingual program by secondary education content teachers
title Perception of the bilingual program by secondary education content teachers
spellingShingle Perception of the bilingual program by secondary education content teachers
Pinar Sanz, Lara María
CLIL
Bilingual Education
Content teacher
Teacher training
Teacher perception
Filología
Educación
Philology
title_short Perception of the bilingual program by secondary education content teachers
title_full Perception of the bilingual program by secondary education content teachers
title_fullStr Perception of the bilingual program by secondary education content teachers
title_full_unstemmed Perception of the bilingual program by secondary education content teachers
title_sort Perception of the bilingual program by secondary education content teachers
dc.creator.none.fl_str_mv Pinar Sanz, Lara María
author Pinar Sanz, Lara María
author_facet Pinar Sanz, Lara María
author_role author
dc.contributor.none.fl_str_mv Halbach, Ana María
dc.subject.none.fl_str_mv CLIL
Bilingual Education
Content teacher
Teacher training
Teacher perception
Filología
Educación
Philology
topic CLIL
Bilingual Education
Content teacher
Teacher training
Teacher perception
Filología
Educación
Philology
description Twelve years have passed since the English-Spanish Bilingual Program was launched in Secondary Education in Madrid as a result of a European policy to respond to the need to know more than one language for mobility, cooperation and mutual understanding across borders. The impact of this system, its strengths and weaknesses, have been evaluated mainly from the student’s point of view, concerning their academic results. Studies that take into account the opinion of teachers are gradually gaining importance in research. This is not surprising, as teachers are the mediators between theory and practice, and are ultimately responsible for the actual implementation of the Program in the classroom. The great boom of this educational approach makes it necessary to have more and more teachers of subjects that teach their curriculum in English. The formal requirements for this type of teacher to work in the Bilingual Program have been reduced, and it is not necessary now to accredited training in Content and Language Integrated Learning methodology. This raises several concerns, such as the absence of teacher education per se and the possible effect of a lack of homogeneity in its implementation. With this study, we have given voice to 134 teachers from the Community of Madrid. We know how they perceive what happens in the CLIL classroom based on their daily practice, we reflect on their training and the relationship it has with their perception of the Bilingual Program. Let us not forget that what we believe in has direct consequences on the productivity and effectiveness of our work. We have found that a CLIL teacher with good training has a better perception of the Bilingual Program. This is a useful result to urge the Administration and Institutions to increase and adapt their training offer according to the real needs of teachers. Having teachers who believe in the Bilingual Program is encouraging for the future of the Bilingual Program in general.
publishDate 2023
dc.date.none.fl_str_mv 2023
2023-02-02
dc.type.none.fl_str_mv journal article
http://purl.org/coar/resource_type/c_6501
NA
http://purl.org/coar/version/c_be7fb7dd8ff6fe43
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/10017/59731
url http://hdl.handle.net/10017/59731
dc.language.none.fl_str_mv Español
spa
language_invalid_str_mv Español
language spa
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution-NonCommercial-NoDerivatives 4.0 International
http://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution-NonCommercial-NoDerivatives 4.0 International
http://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.source.none.fl_str_mv reponame:e_Buah Biblioteca Digital Universidad de Alcalá
instname:Universidad de Alcalá (UAH)
instname_str Universidad de Alcalá (UAH)
reponame_str e_Buah Biblioteca Digital Universidad de Alcalá
collection e_Buah Biblioteca Digital Universidad de Alcalá
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